Abstract
Language is an instrument of communication and thinking. During the development of the scientific disciplines, a separate system of language called scientific language has been formed; language of Physics is also formed and plays an important role in the history of Physics. In the context of Vietnamese mountainous students, fostering scientific language in general and Physic language in particular is very necessary; it contributes to the academic success of students by researching documents on fostering language in scientific context, coordinated with characteristics about language and communication of students in mountainous areas in Vietnam. The article introduces 4 principles to learn the language of Physics and an example of planning lessons in teaching Physics to support students in mountainous areas in Vietnam.
Highlights
In Vietnam, we have found very few studies on language of Physics
What are the principles of fostering the language of Physics in teaching Vietnamese mountainous students? In the part of the article, we present the principles and illustrative examples in teaching Physics in high school
RESEARCH METHODS AND RESULTS We introduce 4 principles of learning the language of physics-based on previous research on scientific language and scientific language fostering, considering the context of high school students in mountainous areas. 3.1
Summary
In Vietnam, we have found very few studies on language of Physics. There have been some studies in teaching. Some authors have considered training students in the language of Physics as part of the measures to help foster and develop other competencies such as problem-solving competence or experimental competence. What are the principles of fostering the language of Physics in teaching Vietnamese mountainous students? Educational researchers have confirmed the important role of language in science. Language functions play a central role in science as a key cognitive tool for developing higher-order thinking and problem-solving abilities that, in turn, support academic literacy in all subject areas. Research-based science curriculum for grades K-8 of FOSS (Full Option Science System) in University of California, Berkeley, in which language functions (reading, writing, speaking, listening) have been confirmed as a key cognitive tool for developing higher-order thinking and problem-solving abilities that, in turn, support academic literacy in all subject areas (FOSSweb, 2002). Names of chemical elements familiar to pupils, like ‘spit, or ‘push’
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